ECEP leads the nation in democratizing data regarding access to and participation in CS education. Click on the links below to see examples of how ECEP states are making CS data available and actionable.
Supported by state policy (Act #2019-389) Alabama’s data captures professional development activities as well as district level CS access and participation.
The Arkansas Department of Education makes CS course enrollment public. Their dashboard shows the course ID and description, and is searchable by district and school year.
Developed as part of the CSforCA initiative, the Kapor Center partners with the CA Department of Education to update the CS Equity Dashboard. The dashboard supports local advocacy and serves as a national model for what is possible in CS data visualization.
This dashboard and the development process is a great example of how to bring together data visualization and utilization to create a tool for state level advocacy, while also accounting for the pathways required to get good data into a dashboard. Check out the data instructional tool kit here.
The Georgia Department of Education designed one of the first CS data dashboards in the ECEP Alliance (and the nation). This dashboard publishes disaggregated data for CS courses and Career and Technical Education Pathways.
The Hawaiʻi State Department of Education created this dashboard as a supplemental tool for the legislation Act 158 requiring the Department to annually report on the computer science courses and computer science content offered during the previous school year at schools in each complex area.
Resulting from years of collaboration between researchers at the Maryland Center for Computing, and the Maryland Department of Education, this dashboard disaggregates data and identifies trends in CS education.
Massachusetts was one of the first states to begin building CS education pathways through the adoption of standards. Their CS data dashboard captures Advanced Placement data. Massachusetts supplements this data with landscape reports encompassing a broader CS ecosystem.
The majority of Nevada’s CS courses sit in career and technical education (CTE). This dashboard is searchable by career clusters, districts, enrollment and career trends.
The Friday Institute, a non-profit supporting CS expansion efforts in North Carolina, launched a first iteration of a state data dashboard in 2020. The dashboard serves researchers, advocates, and policy makers.
The Pennsylvania dashboard allows users to consider the connections between the number of CS teachers, courses offered, access and enrollment.
Researchers at Expanding Pathways in Computing (EPIC), housed at the Texas Advanced Computing Center, have been tackling the issue of making CS data publicly available for a number of years. Their early one-page data PDFs and their new dashboard offer good examples for data sharing.
The Ohio Department of Education’s CS data is hosted on the DataOhio Portal, a unique state data model backed by Executive Order (2019-15D). In addition to making CS data public, this dashboard has a very clear overview page that provides context to the data and definitions.
The Rhode Island dashboard is located on the CSforRI website. Offering both school ‘snapshots’ and a statewide overview, this dashboard is a good example of how to offer the data in multiple formats. The data collection guide is a useful tool that could be adapted in other states.
Built by a collaborative team from higher education and the Utah Department of Education, this dashboard will support Utah’s CS education advocacy goals.
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CSforWA recognized early on that in order to advance CS education, data needed to be central to any strategy discussions. This data dashboard is unique in that it is housed on a Google Site developed in partnership with the Department of Education by a CS Education advocacy group in the state.
